A/HRC/14/25 regional needs.41 Regions might also consider developing a global dimension in their curriculum; this would help develop an awareness of near neighbours in order to promote greater understanding and create the basis for mutual learning within the region. 47. In the case of refugees in camps, although the desirable language and curricula is noted as “ideally”42 that of origin, education providers should engage in broad consultation and act to ensure that the most appropriate curriculum is followed. 48. The Special Rapporteur takes this opportunity to emphasize that school learning content and non-formal learning for refugees and asylum-seekers in refugee camps should aim to transmit key life-saving and life-sustaining messages (including landmine and unexploded ordinance awareness, rapid evacuation, skills-based health education, conflict resolution, humanitarian norms, child protection, etc.) in addition to preparation for local integration, repatriation or resettlement.43 In this regard, the Special Rapporteur specifically draws attention to, and welcomes, the educational work of UNHCR, but encourages increased attention, intensity and breadth in its provision. VI. Teachers 49. Teachers and schools (meso-level) are positioned at the intersection of national and subnational policy directives and programmes (macro-level), on the one hand, and the expectations of households (micro-level) in the delivery of education, on the other. The Special Rapporteur recognizes that the meso-level processes linking the individual and society matter tremendously for student performance, and thus the right to education for migrants, refugees and asylum-seekers.44 50. The shortage of teachers is a major obstacle to access and good quality education for refugees, asylum-seekers and migrants. Overcrowded and unmanageable classes increase student dropout. Especially in developed countries, schools with a large migrant and refugee proportion are often the most disadvantaged in terms of funds and qualified and experienced staff. In refugee camps, low and/or inappropriate compensation (teachers receiving monetary or non-monetary “incentives” instead of salaries) encourage teachers to work for NGOs or for schools outside the camp rather than in a refugee school. 51. Almost universally, teachers lack the pedagogical, psychological and didactical education and training to adequately respond to the challenges posed by multilingual, multicultural and multi-ethnic learner groups. This is particularly problematic when working with traumatized learners. In the Philippines, for instance, teachers and children reportedly can receive support from specialists, such as guidance counsellors. In refugee camps, the problems are further compounded as the teacher is likely to have very little previous training and experience. 41 42 43 44 GE.10-12879 An example here is the Managua Declaration. Available from: http://www.hunter.cuny.edu/galci/ pdfs/archives/07.14.06/Managua_DeclarationEng.pdf. UNHCR, Education: Field guidelines (UNHCR, 2003), p. 11. See in particular David Wilson, ed., Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (London, INEE, 2004), pp. 58–59; see also UNHCR Handbook for the Protection of Women and Girls (UNHCR, 2008), p. 297. Available from: http://www.unhcr.org/ refworld/docid/47cfc2962.html. See Friedrich Heckmann et al., Education and migration: Strategies for integrating migrant children in European schools and societies (European Commission/Network of Experts in Social Sciences of Education and Training, Brussels, 2008). 13